ساختار عاملی و ویژگی‌های روان‌سنجی نسخه فارسی مقیاس علاقه‌ تحصیلی برای نوجوانان

این پژوهش با هدف آزمون ساختار عاملی و ویژگی‌های روان‌سنجی نسخه فارسی مقیاس علاقه‌ تحصیلی برای نوجوانان در دروس ریاضی و فارسی انجام شد. جامعه آماری پژوهش، همه دانش‌آموزان متوسطه اول شهر تهران در سال تحصیلی 1402-1401 بودند. در این پژوهشِ پیمایشی توصیفی، در مطالعه‌ یکم، 350 نوجوانِ دختر به مقیاس علاقه تحصیلی برای نوجوانان در درس ریاضی و نسخه کوتاه مقیاس نظم‌بخشی انگیزشی و در مطالعه دوم، 350 نوجوانِ پسر به مقیاس علاقه‌ تحصیلی برای نوجوانان در درس فارسی و مقیاس پایستگی انگیزشی پاسخ دادند. نتایج تحلیل عاملی تاییدی نشان داد که مقیاس علاقه‌ تحصیلی برای نوجوانان در دروس ریاضی و فارسی با ساختاری مشتمل بر چهار عامل هیجان، ارزش، دانش و مشغولیت از روایی سازه‌ خوبی برخوردار بود. علاوه‌بر این، نتایج مربوط به همبستگی بین ابعاد علاقه‌ تحصیلی برای نوجوانان در دروس ریاضی و فارسی با نظم‌بخشی انگیزشی و پایستگی انگیزشی، از روایی ملاکی نسخه فارسی مقیاس مزبور، حمایت کرد. درمجموع، نتایج این پژوهش ضمن حمایت از مواضع نظری مدل تحول علاقه‌ مشتمل بر چهار گام، نشان داد که نسخه‌ فارسی مقیاس علاقه‌ تحصیلی برای نوجوانان، به‌مثابه‌ یک ابزار چندوجهی و جامع، برای سنجش علاقه‌ تحصیلی یادگیرندگان ایرانی در دروس مختلف، ابزاری روا و پایا بود.

factorial structure and psychometric properties of the farsi version of the academic interest scale for adolescents

introduction: in recent years, educational researchers have consistently highlighted the significance of non-cognitive factors in shaping students’ academic behaviors, with a particular focus on the role of motivational constructs. among these, interest stands out as a distinctive motivational variable that denotes an individual’s preferred engagement with specific objects, such as topics, activities, or ideas. this engagement manifests both as a transient psychological state and a more enduring predisposition towards these objects. the person-object theory of interest posits that interest develops through continuous interactions between the individual and their environment. interest is categorized into situational interest, which is a temporary state of focused attention and emotional response triggered by immediate environmental stimuli, and individual interest, which is a persistent preference for certain content areas. individual interest typically evolves from situational interest. both forms of interest are known to positively affect attention, cognitive performance, and emotional response, with individual interest having more lasting impacts (luo et al., 2019). consequently, this study aims to examine the factorial structure and psychometric properties of the farsi version of the academic interest scale, specifically tailored for adolescents studying mathematics and farsi.research questions: we propose the following hypotheses building upon prior research:1.confirmatory factor analysis (cfa) will confirm a four-factor structure for the farsi version of the academic interest scale for adolescents (aisa), paralleling the findings of lou et al. (2019).2.the pesrsian version of aisa will demonstrate significant correlations with the brief regulation of motivation scale (kim et al., 2018) and the motivational persistence scale (constantin et al., 2012), indicating convergent validity.3.the farsi version of aisa will show adequate internal consistency reliability, as measured by cronbach’s alpha.method: this descriptive survey research comprised two studies. in the first, 350 adolescent girls completed the academic interest scale for adolescents in mathematics (luo et al., 2019) and the brief regulation of motivation scale (kim et al., 2018). in the second study, 350 adolescent boys responded to the academic interest scale for adolescents in farsi and the motivational persistence scale (constantin et al., 2012).results: data analysis was conducted using spss-18 and amos-18. initially, the data were scrutinized for normality, outliers, and multicollinearity. univariate outliers were identified through z-scores in spss, revealing no anomalies. skewness and kurtosis were within acceptable limits, with no values exceeding the cut-off points of 3 and 8, respectively, indicating normal distribution. multicollinearity was assessed through tolerance (tol) and variance inflation factor (vif) indices, with all tol > 0.10 and vif < 3, confirming its absence. confirmatory factor analysis affirmed the four-factor structure of the academic interest scale for adolescents (aisa), encompassing emotion, value, knowledge, and engagement. furthermore, significant correlations between academic interest dimensions and both motivational regulation and persistence validated the criterion validity of the farsi version of the aisa.